Contains a list of 217 references, mostly texts, and a topical guide of 15 major areas in reading education for use in a variety of ways by students, professors, and librarians. (VJ)

Discusses three strategies that help students remember information from the author's point of view: webbing, pyramiding, and think sheets. Notes that each strategy highlights superordinate ideas and shows how ideas relate to each other. Offers instructional techniques for using the three strategies. (FL)

Argues that the paragraph represents a semantic unit, not just a grammatical convention. Presents original research to establish the types and frequencies of certain paragraph formats found in expository material. Discusses the most appropriate time for teaching students the ideational relationships within paragraphs. (FL)

Proposes that physical education teachers can integrate reading exercises into their classes through activities that (1) stimulate recreational reading, (2) reinforce vocabulary and comprehension skills, and (3) provide reading opportunities through alternative learning options. (FL)

Demonstrates that imagery instruction improves comprehension of what is heard and read and provides a means of encoding and organizing prose in a student's working memory. (FL)

Describes symptoms of teacher burnout, notes specific problems faced by reading teachers, and suggests ways reading teachers can treat professional burnout and enhance their personal lives. (GT)

Describes some of the confusion in defining literacy and recommends beginning functional literacy courses in elementary school and continuing them through high school. (TJ)

Describes an individually-prescribed instructional reading program (for grades one through fourteen) that retains the advantages of peer interaction and increases, rather than decreases, teacher-pupil interaction in a cost-effective framework. (JM)

Examines the nature of reading instruction across the United States, considers why problems exist, and suggests strategies for improvement. Concludes that among the many sources of information that influence teachers' decisions about reading instruction, the least influential appears to be theoretical knowledge of the reading process. (FL)

Investigates the relationship between field dependence-independence and the comprehension test scores for expository and literary text types and examines the relationship between text structure and reading comprehension. (FL)

Concludes that training in a natural instructional setting can improve poor readers' ability to use top-level structure in signaled and nonsignaled passages. (FL)

Reviews research on the impulsivity-reflectivity dimension of cognitive style and its influence on beginning reading instruction, reading achievement, reading readiness, and oral reading. (Author/RB)

Discusses the University of Maryland Reading Center Competency Program. (MM)

Examines the impact of recent developments in two different fields--neuroscience and electronic media--on reading assessment and instruction at the middle school level. Argues for restructuring of developmental and remedial reading practices based on current research and proposes alternatives to traditional schooling. (FL)